2,851 research outputs found
Prescribing by mental health nurses: the UK perspective
No full textPURPOSE. This article aims to discuss the growth of mental health nurse (MHN) prescribing in the United Kingdom as an exemplar for readers to compare progress in their own countries and context. This study also aims to provide a historical overview of this process in the United Kingdom where MHNs prescribe safely and competently.
CONCLUSIONS. Finally, evidence has shown that MHNs with prescriptive authority are competent when prescribing when compared to psychiatrists.
PRACTICE IMPLICATIONS. Despite organizational barriers and educational concerns, MHN prescribing is becoming embedded in the healthcare context in the United Kingdo
Improving Classical Shadows with Grouping Strategies
No full textTreballs Finals de Grau de Física, Facultat de Física, Universitat de Barcelona, Curs: 2025, Tutors: Berta Casas–Font, Sergi Masot–Llima. Tutor: Bruno Juliá–DíazEfficiently extracting information from quantum systems is a key challenge in quantum computing. This thesis explores the combination of two complementary techniques—classical shadows and grouping—to improve quantum measurement strategies under resource constraints.
Classical shadows enable the prediction of many properties of a quantum state from a small number of measurements, while grouping strategies reduce the number of measurements needed by exploiting commutativity among observables. We implement a hybrid method, Shadow–Grouping, that unifies both approaches to enhance measurement efficiency on current quantum devices. We also demonstrate its effectiveness by estimating the ground state energies of H2 and LiH molecules: compared to standard classical shadows, our results show that Shadow–Grouping achieves up to 18-fold gains in accuracy and reaches chemical precision using orders of magnitude fewer measurements
Getting multilevel governance wrong can be a matter of life and death during a pandemic
No full textThe Covid-19 pandemic is a global crisis, but it has had a highly varied impact on different regions across Europe. Marta Angelici, Paolo Berta, Joan Costa-Font and Gilberto Turati argue that while centralised decision-making can help solve collective action problems like border closures, the management of the response to a health emergency is often more effective when it is implemented at the local level. They highlight that decentralised health care governance helps explain why mortality rates were lower in Italy than in Spain during the first wave of the pandemic
Getting multi-level governance wrong can be a matter of life and death during a pandemic
No full textThe COVID-19 pandemic is a global crisis, but it has had a highly varied impact on different regions across Europe. Marta Angelici, Paolo Berta (University of Milano-Bicocca), Joan Costa-Font (LSE) and Gilberto Turati (Università Cattolica del Sacro Cuore) argue that while centralised decision-making can help solve collective action problems like border closures, the management of the response to a health emergency is often more effective when it is implemented at the local level. Decentralised health care governance helps explain why mortality rates were lower in Italy than in Spain during the first wave of the pandemic
Divided We Survive? Multilevel Governance during the COVID-19 Pandemic in Italy and Spain
No full textWe compare the intergovernmental health system responses to the first wave of the COVID-19 pandemic in Italy and Spain, two countries where healthcare is managed at the regional level and the impact of the first wave was highly localized. However, whereas in Italy the regional government allowed for a passively accepted central level of coordination without restricting autonomy ("descentralised coordinantion"), in Spain, the healthcare system was de facto centralized under a "single command" ("hierarchical centralization"). We argue that the latter strategy crowded out incentives for information sharing, experimentation and regional participation in decision-making. This article documents evidence of important differences in health outcomes (infected cases and deaths) and outputs (regular and emergency hospital admissions) between the two countries, both at the national and regional levels. We then discuss several potential mechanisms to account for these differences. We find that given the strong localized impact of the pandemic, allowing more autonomy in Italy (compared to centralized governance in Spain) can explain some cross-country differences in outcomes and outputs
Jesuit Higher Education
No full textThis article describes how the author designed a mediation course applying the Ignatian Pedagogical Paradigm (IPP). Examples are shared of some of the assignments and activities as well as narratives of students evidencing how by combining the five tenets of IPP -- context, experience, reflection, action, and evaluation -- students achieve professional, spiritual, and personal growth.148-63
Model formatiu DUNES
No full textModel Formatiu DUNES del Projecte ARMIFAquest document presenta el Model Formatiu DUNES (Docents Universitaris a les Escoles) i és producte del projecte "Disseny i validació d’un model formatiu de pràctiques observacionals i participatives per al professorat universitari a centres d’educació infantil i primària" (ARMIF00017). Es tracta d'un projecte coordinat per Berta Palou i en el que hi han participat un grup d'investigadores de tres universitats catalanes (Universitat de Barcelona, Universitat de Vic i Universitat Autònoma de Barcelona) -Silvia Blanch, Emma Bosch, Genina Calafell, Marta Casals, Miquel Colomer, Enric Font, Mariana Fonseca, Xavier Fontich, Olga González, Eduard Martin, Carolina Quiros, Marta Sabariego, Gemma Sala, Francina Torras, Salvador Oriola i Sònia Esteve- i un grup de mestres d’infantil i primària en actiu -Sandra Debesa, Mercè Navarro, Núria Palau, Laura Pérez i Mireia Riera. Alhora, aquest projecte ha comptat amb la participació d’un grup de docents universitàries que han fet una estada de pràctiques a escoles -Eugènia Arús Leita, Ilaria Bellatti, Emma Bosch Andreu, Genina Calafell Subirà, Encarnación Carrasco Perea, Marina Elias Andreu, Mireia Esparza Pagès, Elvira Garcia Mora, Anna Mauri Luján, Berta Palou Julián, Eva Maria Poblador Relancio i Isidora Sáez Rosenkranz- així com amb un grup d’escoles que les han acollit -EBM Londres (Barcelona), Escola Pau Vila (El Papiol), Escola Joan Manel Peramàs (Mataró), Escola Orlandai (Barcelona), Escola Gimbebé (Gavà), Escola Pere IV (Barcelona), Escola Baixeras (Barcelona), Escola Salvador Lluch (Gavà), Escola Canigó (Vilanova i la Geltrú), Escola La Mar Xica (Barcelona) i Escola Samuntada (Sabadell).
El Model Formatiu DUNES és una proposta de formació continuada per professorat universitari que promou la realització d’estades de pràctiques a escoles (infantil, primària i secundaria). S’orienta a la transformació de la pràctica docent i a l’enriquiment dels centres educatius que acullen aquestes experiències. El model és flexible i planteja diverses opcions que permetin atendre la diversitat de característiques i necessitats del professorat universitari per fer possible la seva estada de pràctiques
Model formatiu DUNES
No full textModel Formatiu DUNES del Projecte ARMIFAquest document presenta el Model Formatiu DUNES (Docents Universitaris a les Escoles) i és producte del projecte "Disseny i validació d’un model formatiu de pràctiques observacionals i participatives per al professorat universitari a centres d’educació infantil i primària" (ARMIF00017). Es tracta d'un projecte coordinat per Berta Palou i en el que hi han participat un grup d'investigadores de tres universitats catalanes (Universitat de Barcelona, Universitat de Vic i Universitat Autònoma de Barcelona) -Silvia Blanch, Emma Bosch, Genina Calafell, Marta Casals, Miquel Colomer, Enric Font, Mariana Fonseca, Xavier Fontich, Olga González, Eduard Martin, Carolina Quiros, Marta Sabariego, Gemma Sala, Francina Torras, Salvador Oriola i Sònia Esteve- i un grup de mestres d’infantil i primària en actiu -Sandra Debesa, Mercè Navarro, Núria Palau, Laura Pérez i Mireia Riera. Alhora, aquest projecte ha comptat amb la participació d’un grup de docents universitàries que han fet una estada de pràctiques a escoles -Eugènia Arús Leita, Ilaria Bellatti, Emma Bosch Andreu, Genina Calafell Subirà, Encarnación Carrasco Perea, Marina Elias Andreu, Mireia Esparza Pagès, Elvira Garcia Mora, Anna Mauri Luján, Berta Palou Julián, Eva Maria Poblador Relancio i Isidora Sáez Rosenkranz- així com amb un grup d’escoles que les han acollit -EBM Londres (Barcelona), Escola Pau Vila (El Papiol), Escola Joan Manel Peramàs (Mataró), Escola Orlandai (Barcelona), Escola Gimbebé (Gavà), Escola Pere IV (Barcelona), Escola Baixeras (Barcelona), Escola Salvador Lluch (Gavà), Escola Canigó (Vilanova i la Geltrú), Escola La Mar Xica (Barcelona) i Escola Samuntada (Sabadell).
El Model Formatiu DUNES és una proposta de formació continuada per professorat universitari que promou la realització d’estades de pràctiques a escoles (infantil, primària i secundaria). S’orienta a la transformació de la pràctica docent i a l’enriquiment dels centres educatius que acullen aquestes experiències. El model és flexible i planteja diverses opcions que permetin atendre la diversitat de característiques i necessitats del professorat universitari per fer possible la seva estada de pràctiques
Circularly polarized luminescence on dinuclear Tb(III) and Eu(III) complexes with (S-) and (R-) 2-phenylpropionate
No full textThe reaction of Ln(NO3)2·6H2O (Ln = Tb and Eu) with (S)-(+)-2-phenylpropionic acid (S-HL) and 1,10-phenanthroline (phen) in EtOH/H2O allows the isolation of the dinuclear chiral compounds of the formula [Ln2(S-L)6(phen)2]·2.5·S-HL in which Ln = Tb (S-1), Ln = Eu (S-2). The same synthesis by using (R)-(-)-2-phenylpropionic acid (R-HL) instead of (S)-(+)-2-phenylpropionic acid allows the isolation of the enantiomeric compounds with the formula [Ln2(R-L)6(phen)2]·2.5·R-HL where Ln = Tb (R-1), Ln = Eu (R-2). All compounds show sensitized luminescence. The luminescence study, including the circularly polarized luminescence spectra of the four compounds, is reported. The magnetic behavior of S-1 and S-2 is also reported
Chiral dinuclear Ln(iii) complexes derived from S- and R-2-(6-methoxy-2-naphthyl)propionate. Optical and magnetic properties
No full textThe reaction of LnCl3·6H2O with (S)-(+)-2-(6-methoxy-2-naphthyl)propionic acid (S-HL), best known as naproxen, and 1,10-phenanthroline (phen) in EtOH allows the isolation of dinuclear chiral compounds S-1-4 of the formula [Ln2(S-L)6(phen)2]·3DMF·H2O [Ln(iii) = Eu (1), Gd (2), Tb (3) and Dy (4)]. The use of the R-enantiomeric species of the HL ligand led to complexes R-1-4 with the formula [Ln2(R-L)6(phen)2]·3DMF·H2O. Compounds R- and S-1, 3 and 4 show strong sensitized metal-centred luminescence in the visible region. Moreover, Dy(iii) complexes R- and S-4 display field-induced single-molecule magnet (SMM) behaviour. For chiral and emissive compounds circularly polarized luminescence (CPL) measurements have also been performed
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